Teaching Lab Ongoing Partner Report: King Phillip
Ongoing Partner Report
Background
Teaching Lab collects a variety of data to understand the impact of its PL for educators and students. Please see this resource for a visual overview of our evaluation framework. Additionally, the narrative of our evaluation plan provides more details.
To date (May 26, 2023), Teaching Lab has collected the following data during SY22-23:
9 responses to Knowledge or Self-Reported Practices Assessments.
9 complete responses to the Baseline Diagnostic Educator Survey that collects information on teachers’ use of curricula, mindsets, self-reported practices, and school environment.
9 observations of classroom instruction.
113 samples of student work.
Below we have compiled the results in various sections: Teachers’ Mindsets & School Environment, School Leaders’ Mindsets & Observational Practices, Instructional Practice, and Student Outcomes.
Section 1: Participant Background and Demographics Summary
This section provides a demographic and background summary on participants.
Gender and Racial Identity
Years of Teaching Experience
Content Area
Grades
Prior Experience with Teaching Lab Professional Learning
Roles
Section 2: Participant Knowledge/Self-Reported Practices Assessments
For most PL courses, Teaching Lab administers a pre- and post- content knowledge or self-reported practice assessment. Below the pre and post averages are visualized by assessment.
Results
Section 3: Teachers’ Mindsets & School Environment
Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on teachers’ mindsets, perception and use of curricula, and perceptions of school culture and climate.
Section 3a: Teacher - Mindsets
Teachers responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.
Overall
Recognition of Race & Culture
High Expectations
Growth Mindsets
Section 3b: Teachers - Perceptions and Use of Curricula
Teachers responded about the different curricula they use regularly and the most often. Overall we see the following results.
Aggregate
Math
Teachers responded about the different curricula they use regularly and the most often. For math we see the following results.
ELA
Teachers responded about the different curricula they use regularly and the most often. For ELA we see the following results.
Other
Teachers responded about the different curricula they use regularly and the most often. For “other” (non-math or ELA) subjects we see the following results.
Section 3c: Educators’ Perceptions of School Culture and Climate
Teachers’ Perceptions of School Leaders and CBPL
Teachers responded to items about their perceptions of school leaders and PL environment.
Teachers’ Perceptions of School Environment
Teachers responded to items about their school environment.
Section 4: School Leaders’ Mindsets & Observational Practices
Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on school leaders’ mindsets and self-reported observational practices.
Section 4a: School Leaders - Mindsets
School leaders responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.
Overall
Recognition of Race & Culture
High Expectations
Growth Mindsets
Section 4b: School Leaders - Observational Practices
School leaders responded to items about the focus of their observational practices.
Section 5: Teachers’ Instructional Practices
Teachers report on their instructional practices in the Educator Survey and some are observed by Teaching Lab staff.
Section 5a: Teachers’ CRSE Self-Reported Practices
Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on self-reported culturally responsive and sustaining education (CRSE) practices.
Section 5b: Classroom Observations
Teaching Lab has the opportunity to observe some participants over the course of their participation in PL. Below are the results of the initial classroom observations conducted using the IPG Math and ELA Tools, in addition to the FSOT. Ratings of 3 and 4 on 4-point Likert scales and Yes on a Yes/No items were considered positive.
Overall Positive Indicators
Math
ELA
K-2 ELA
Section 6: Student Work
Section 6a: % On Grade Level
Section 6b: Student Performance on Grade-Level Tasks
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